The single European market and its implications for educational and vocational guidance services

The formation of the Single European Market is the culmination of a series of changes designed to form an economic community in Western Europe. It is designed to encourage the free movement of goods, persons, services and capital. The result is likely to be much higher levels of personal mobility, both educational and occupational. The main obstacles towards freedom of movement are non-recognition of qualifications and inadequate mastery of foreign languages. Various steps are being taken by the European Commission to overcome these obstacles and to promote mobility. These developments have major implications for educational and vocational guidance services. In particular, there is a need for extended information on educational and occupational opportunities across the European Community. There is also a need for improved support services for those who move across national boundaries. This is further likely to raise expectations for guidance services in countries where they are currently ill-developed. Initiatives to date in response to these challenges include European-level reports on the state of guidance services, action programmes designed to encourage innovation in guidance practice, and the establishment of a new European association for those involved in student guidance.University of Cambridge Careers Service     

Linkages in careers guidance

Vocational guidance officer at the Public Employment Service. Worked with A. G. Watts on the EEC Study on Educational and Vocational Guidance in the European Community, 1986–87. Editor and author of books, teaching aids and computerized aids for guidance; trains counsellors at the Danish Academy of Educational Studies, along with cross-sectoral training of counsellors.     

Transnational vocational guidance in the European Community

In the Single European Market, which will come into effect at the end of 1992 transnational vocational guidance will play an important role as one of the measures to enhance mobility within and between the twelve member states of the European Community (EC). The mobility of goods, services, capital, and people are essential to obtaining economic growth, which, in turn, is one of the most important political goals of the Single European Market.Of the four types of mobility, vocational guidance deals with people. Transnational vocational guidance supports individuals in their attempt to become more mobile across country borders. In order to map the existing transnational guidance provisions in the EC, a study on eight border regions was made in 1990 (Plant, 1990a). The idea was that this small-scale picture would point to some of challenges for guidance in the large-scale Single Market.From 1992 guidance services in the EC will have to adapt not only to rapid changes in national labour market conditions, but also to the demands of information on education, training, employment opportunities, study grants etc. in other member states. In these terms, psychological counselling dealing with possible personal problems in relation to transnational mobility is not at the heart of the matter.     

Careers guidance services within the European Community: contrasts and common trends

The main features of the guidance systems for young people aged 14–25 in the Member-States of the European Community are outlined. A number of important differences are analysed: in terms of the main location of guidance services, the focus of such services, the range of guidance activities, the structure of financing, and the professional identity of those occupying guidance roles. At the same time, three common trends are identified which have a general if not universal validity across the Member-States: the view of educational and vocational guidance as a continuous process; the emergence of a more open professional model; and the greater emphasis on the individual as an active agent, rather than as a passive recipient, within the guidance process.     

欧洲联盟性质的探讨

欧洲联盟是区域一体化高级阶段的一种崭新的组织。新的历史创造少不了对传统的继承，欧盟具有邦联、联邦等属性，但欧盟难于归入旧的模式。欧洲一体化的历史和现实表明，欧洲共同体一欧盟具有目标的模糊性、体制的兼容性、发展的渐进性和未来的不确定性。欧盟组织体箭上以邦联特征为主，但其外交与防务职能尚未达到邦联的水平。欧洲联邦的理想在可预见的将来难于实现，但它仍然是欧洲一体化的精神动力。     

EUROPEAN COMMUNITY SOURCES OF SUPPORT FOR HIGHER EDUCATION AND RESEARCH IN 1990: A POLICY PAPER

The following is an overview of European Community activities in the domains of higher education, research and development, and the furthering of co‐operation between higher education and Industry. A fourth domain presented, the so‐called Jean Monnet Action, Is a Community effort aimed at introducing the European Communities concept into the courses offered in universities throughout the Community. Examples of specific activities are described under each of the four principal rubrics.

     

An analysis of international partnership programs: The case of an historically disadvantaged institution in South Africa

International academic partnerships have the potential to enhance the participating institution’s efforts to become actors in the global educational arena. The ability of partnerships to realize their objectives is affected by the relationship that the partner members have with one another and the mutual benefit each receives from the agreement. This article examines the dynamics of an academic partnership between Transformed University an historically disadvantaged institution in the Eastern Cape Province in South Africa and three international partners from the US, Canada, and the European Economic Community. The paper illuminates a variety of factors including history, organizational culture, and globalization forces that affect the success of academic partnerships to reach their stated objectives.     

Transparency of Qualifications: are we there yet?

Greater transparency improves the understanding and interpretation of qualifications and competences. This article asks whether transparency of qualifications has become a reality in Europe. It begins by outlining the three main strategies that were adopted at Community level between 1957 and 1999 to address the problem of transferring qualifications from one country to another. It then describes recent Community action on transparency and recognition of qualifications at both VET and higher education levels. The outcomes of the European Forum on Transparency of Vocational Qualifications are outlined, and in particular the new Europass framework for transparency of qualifications is described, and issues about its implementation are discussed. Some of the main tensions that are observed between the approaches to transparency in VET and in higher education are highlighted. Finally, there is a brief case study on the approaches that have been adopted in recent years to achieve transparency of qualifications in Ireland, against a background of extensive reform of the national qualifications system. In summary, the article is primarily a reflection on the practical aspects of making transparency of qualifications a reality.     

Strange encounters on the road to lifelong learning: the European economic community meets permanent education in 1973

This paper examines policy formation on education in the European Economic Community during the early 1970s surrounding the 1973 report For a Community Policy on Education, known as the Janne Report. It examines Community policy-making processes that gave rise to the Janne Report. The text of the Janne Report is analysed with regard to permanent education, paid educational leave, and de-schooling as the fundamental principles for the harmonisation of educational policies. Reception of the Janne Report is examined in the context of expansion of the Community from the six original to nine Member States. The Community’s failure to engage in agreements on paid educational leave as envisaged in the Janne Report is discussed in relation to public debates in some Member States at the time.     

For a Community Policy on Education

On July 19, 1972, the Commission of the European Communities asked Professor Henri Janne, former Belgian Minister of Education and eminent Europeanist, to formulate the first principles of an education policy at Community level. Professor Janne submitted his report, For a Community Policy on Education, on February 27, 1973. We reprint here the general conclusions of this report. The entire study first appeared in the Bulletin of the European Communities, Supplement 10/73.     

The application of a strategic management model to the internationalization of higher education institutions

The growth of international activities within higher education institutions takes place in a number of different ways ranging from the ad hoc (reactive) to the strategic (proactive). This paper draws on an earlier (1993) empirical study by the author of UK Business Schools in order to identify the key elements within any process of internationalization and to provide a framework for assessing levels of international activity within institutions. It concludes with an introductory model of internationalization which is to form the basis for future work. The paper is written from a UK perspective but can be adapted for the analysis of educational institutions in other countries and other subject areas.Abbreviations CATS Credit Accumulation and Transfer Schemes - CNAA Council for National Academic Awards - EAIE European Association of International Education - EC European Commission - ECTS European Credit Transfer Scheme - EFMD European Foundation for Management Development - ERASMUS European Community Action Scheme for the Mobility of University Students (EC programme) - HE Higher Education - MBA Master of Business Administration - TEMPUS Trans-European Mobility Scheme for University Studies (EC programme) - UK United Kingdom - UKCOSA United Kingdom Council for Overseas Student Affairs     

The Future of Maltese Teachers in a United Europe

As Malta prepares to join the European Union, Maltese teachers need to look critically beyond the honorific title of ‘professionals’, which the state has trust on them, in order to compare their level of professionalism with that of their European colleagues. They can carry out analytical self‐reflection to establish whether the degree of substantive theory and validated practice they bring to their work reaches the standards expected of them by the Community. The paper argues that the Maltese educational service has the capacity to employ fully trained and qualified teachers, who, through research, self‐regulation and continuous professional development, can enhance their prestige in the local community and gain that of a wider European audience.     

In Search of the European Dimension in Education

The European dimension in education has been of concern to the Community since it turned its attention to the matter of a Community educational policy. This article traces and considers some of the major developments in the idea and the teaching of the European dimension. Attention is given to the major policy documents, debates, and decisions of the Community and other interested parties.     

Educators,practitioners and politicians in the European common market

Educational requirements for entry to professions ordinarily develop along insular national lines. These can usefully be examined in the member-nations of the European Economic Community where efforts to harmonize differentials, thereby reducing national barriers to migration of qualified persons, are under way. This effort permits analysis of the extent to which educators participate in the development of public policy regarding educational requirements for entry to professions. Appraisal of EEC Directives for medicine and law and of Draft Directives for pharmacy and architecture demonstrates the major impacts upon public policy formation of representatives of national governments, of national professional associations, and of cross-national liaison committees of national professional associations. Educational interests are shown to play minor roles. International public policy concerning educational requirements for entry to professions is shown to be significantly affected by exchanges between practitioner groups and governments, with educators having a smaller, derivative sphere of influence.Presented at Yale University, December 5, 1978, Institution for Social and Policy Studies, Higher Education Research Group.     

Equal Educational Opportunity: A Definition

Abstract

Efforts aimed at the development of a European dimension to the general education curricula offered in the different European countries have been stepped up in recent years, both within the countries of the current European Union and within the wider range of European countries belonging to the Council of Europe and subscribing to its Cultural Convention. The immediate importance of these efforts is seen to lie in the desirability of offering an education to young people that helps them make the most of their opportunities not only within their own national borders but also in the wider European Community to which they now belong and in which they have new rights and responsibilities. More generally, these efforts are also seen to be important in consolidating a Europe in which past animosities can finally be abandoned and replaced by a firm pan‐European attachment to ideals of freedom and cooperation between European nations, dedicated to the defence of democracy, human rights, freedom and tolerance. But, how successful have these efforts been? What are the problems encountered? What are the prospects for the future? How far is it proving possible to develop the European dimension across the curriculum? How successful is the European dimension, or might it be, in achieving its intended objectives? These questions, all of which are more puzzling than they might at first appear to be, are touched on in this paper.     

MULTINATIONAL INTEGRATION AND NATIONAL EDUCATION SYSTEMS: THE CASE OF AUSTRIA

This article examines the question of European integration from the vantage point of national education systems. Taking Austria and its education system as examples, it argues that even if Austria should join the European Community, it does not follow that its education system should be merged into a common education system. Just as the European Community is not the same thing as a united Europe, education systems are so closely linked to their individual countries that they should not be turned into supranational organizations, even if other national institutions lend themselves to this kind of integration.     

Leisure opportunities for people with profound retardation and multiple impairments

ABSTRACT

A two year project at the University of Manchester is investigating what leisure opportunities are available to people who are profoundly retarded and multiply impaired. An international literature review is being prepared. Models of good practice within the European Community are being sought. These models will be visited and data about them collected by a variety of means. Information thus collected will be disseminated subsequently through reports and seminars. Relevant information is requested by the author.     

Shifting boundaries in Europe and North America: Reflections and synthesis

This article provides a synthesis of the three articles on boundary shifting brought about by the European Economic Community and the U.S.-Canada Free Trade Agreement. It is pointed out that, due to the rapid and dramatic societal changes around the world, much of the discussion in the issue is and must be speculative. The changes being effected through the Common Market and Free Trade Agreements were anticipated and planned, while more recent changes such as the crumbling of the Berlin Wall and political shifts in Eastern and Central Europe were more abrupt and unplanned.The article discusses perceived commonalities and differences in the changes which are occurring in these Western countries, advantages and disadvantages of the shifting boundaries for individuals and societies, and problems and progress in implementing the proposed changes. The author provides a summary of the implications for counseling and guidance and particularly for educational-vocational guidance and the role of the counselor in the new configurations. Among issues highlighted are effects on educational-occupational mobility, coordinated policies for worker recruitment, need for new data-gathering and delivery systems for educational-occupational information, recognition of professional standards, language problems, and improved counseling and guidance services. Finally, questions and gaps related to the new economic arrangements and to guidance and counseling are noted, including attention to the effects of the changes on 1) the role and status of women, 2) effects on racial and ethnic minorities within each culture, and 3) the pace and scope of change.University of Minnesota     

Early Years in Europe: the development of European Union policy

The last 15 years has seen a new player on the field of early years policy ‐‐ the European Union. Originating in the Treaty of Rome in 1956, which founded the six country European Economic Community, the EU now consists of 15 member states and has its own institutions, including the European Commission, the European Parliament, the Court of Justice and the Council of Ministers. While economic objectives have always been at the heart of this enterprise, the EU also has a social dimension with social goals, set out in broad terms in the Maastricht Treaty on European Union:

The Community shall have as its task.. to promote throughout the Community a harmonious and balanced development of economic activities, sustainable and non‐inflationary growth respecting the environment, a high degree of convergence of economic performance, a high level of employment and of social protection, the raising of the standard of living and quality of life, and economic and social cohesion and solidarity among Member States (my emphasis) (Article 2)

In this paper I shall review the development of early years policy as part of this European social agenda, and consider some of the issues raised for policy making by this new and unique involvement of an international political entity.     

欧盟“伊拉斯谟计划”及其意义

伊拉斯谟计划作为欧盟(欧共体)推动的欧洲国家间的大学生流动计划,为我们提供了了解欧洲高等教育跨国合作的一个独特视角。本文通过阐述伊拉斯谟计划的实施背景、目前情况以及相关评估,指出了欧盟在该计划之外致力于推动高等教育国际化的新举措。